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Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics' EI is sparse, some studies have suggested that lecturers' EI greatly influences teaching and learning. This study used the concept of EI to understand students' perceptions of how lecturers' EI impacted their learning and engagement in an online learning environment. We conducted four online focus group interviews of 14 students pursuing a bachelor's degree at two campuses of an Australian university, one in Melbourne and the other in Malaysia. Four main themes were identified using thematic analysis. Students discussed their perceptions and experiences on (a) vulnerabilities, coping and empathy; (b) relationships with lecturers, trust and safety; (c) communication, tone and voice; and (d) managing emotions of lecturers. Our findings suggest that lecturers' EI impacted students' learning and engagement in online learning spaces. However, the impact differs between Australia and Malaysia due to cultural differences. Drawing on the findings, we present online education good practices grounded in the theory of EI. Lecturers delivering online courses should consider employing these practices for effective teaching.

Current literature shows that emotional intelligence (EI) plays a significant role in teacher effectiveness. In recognition of this, one Australian state has recently announced that initial teacher education (ITE) graduates must demonstrate superior emotional intelligence in psychometric tests before they will be allowed to apply for jobs in New South Wales' public schools. In order to inform ITE providers and researchers seeking to support pre-service teachers (PST) in developing superior EI, this scoping review examines what is known from the existing literature about PSTs' EI and identifies gaps in the current literature. There were 23 articles published which fit the criteria for this scoping review, 22 of these used quantitative methods. This scoping review revealed that there is a need for methodological diversification within this field and recommends that future studies focus on qualitative research methods to facilitate in-depth understanding of EI within the context of PST.

It has been shown that peripheral measures of brain-derived neurotrophic factor (BNDF), an important neurotrophin instrumental to the biology of learning, may contribute to predicting cognitive decline. However, the two primary forms of BDNF, mature (mBDNF) and pro (proBDNF), and how they contribute to cognition longitudinally has not been well studied. Eighty-two older adults (average age 72.2 ± 6.4 years) provided blood samples at two time points separated on average by 4.2 years while participating in an annual memory screening that included the MoCA (Montreal Cognitive Assessment) and GDS (Geriatric Depression Scale). Both mBDNF and proBDNF from serum were quantified at each time point. Whole blood samples were genotyped for APOE and BDNF Val66Met. Using logistic regression analysis controlling for age, sex, baseline MoCA score, APOE, and BDNF, higher baseline mBDNF was associated with subjects whose screening score was near maximum or maximum (as defined by MoCA score of 29 or 30) at the second collection visit. APOE was a significant contributing factor; however, BDNF Val66Met was not. Using a similar logistic regression analysis, baseline proBDNF was not found to be associated with future cognition. This study further supports that mBDNF measured in the serum of older adults may reflect a protective role while proBDNF requires further investigation. [ABSTRACT FROM AUTHOR]